School Community Integration Pilot Project - Department of Education

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A comparative analysis of education expenditure in Eastern Cape schools – November 2004 subject (subject-learners) with the relevant subject-learner weighting (slw). If a subject has a limit in respect of the number or percentage of learners that may take such a subject, all learners exceeding this limit will be subtracted from this number of subject-learners and added to the total number of subject-learners in respect of “all other examinable subjects”. If the actual number of learners taking a subject is lower than what is provided as a minimum in order to assist the school to phase in the particular subject, the provided minimum will be counted in respect of the subject concerned. The difference between the provided minimum and the actual number must be subtracted from the number of learners in respect of “all other examinable subjects”. A total number of weighted learners for all the examinable subjects is then determined. Each learner is allowed to take 6 examinable subjects. If the total value that is obtained by multiplying the number of learners in a particular grade by the number of subjects taken by these learners exceeds 6 times the number of learners, the total weighted learners will be adjusted accordingly. Provision is also made for a combination of non-examinable subjects, which, together, are given the same weighting as one “ordinary” examinable subject. A total number of non-examinable subject-learners is determined by multiplying the actual number of learners with the nonexaminable slw. This is done automatically, irrespective of whether or not learners at a particular school take non-examinable subjects. A total number of weighted learners is then determined by adding the total numbers of examinable and non-examinable weighted learners together. (c) A further distinction between schools is made based on the size of the school, the number of grades and whether or not more than one language medium of instruction is used. Provision for this is made by adding a certain number of weighted learners to a school’s weighted enrollment linked to each recognized language group (maximum of 2 language groups) and each grade provided for at the school. The following values apply: A base number of weighted learners must be added to each school. Any value from 10 to 20, in accordance with a department’s needs in this regard, will apply. A head of a provincial department must select a value that will ensure a proper balance in the allocation of posts to institutions of different sizes. Additional weighted learners must be added in respect of each grade in which learners are enrolled. If learners in a particular grade are taught in more than one language medium, a further additional weighting will apply in respect of that grade. (A minimum number (or percentage) of learners in a particular grade receiving tuition in a second language may be specified before the additional provision applies. This additional weighting only applies once, irrespective of the number of additional languages that may apply): 60
A comparative analysis of education expenditure in Eastern Cape schools – November 2004 Grades 1 2 3 4 5 6 7 8 9 10 11 12 Primary language 2 2 2 2 2 2 2 3 3 3 3 3 group Second language group 4 4 4 4 4 4 4 6 6 6 6 6 Any of the values in the table may be increased by a maximum of 2, provided that the head of a provincial department is satisfied that such an increase would lead to a more equitable allocation of posts. (d) In respect of a combined school, the base number of 10 to 20 weighted learners that is granted to a school in terms of paragraph (c), is granted in respect of both the primary school phase and the secondary school phase that the school has. For this purpose the secondary school phase must include learners in any of grades 10 to 12. 5. (a) The total number of weighted learners in each school is then adjusted in terms of its poverty ranking. The head of a provincial department must set aside a certain percentage of its available posts for poverty redress based on the department’s relative level of internal inequality. The Minister may from time to time set the maximum percentage that provincial departments may use for this purpose. Until this limit is revised, it is set at 5%. (b) The redress posts are to be distributed to schools based on the relative poverty of the learners of a school, using an appropriate index within the framework of the indices utilized by the province in the National Norms and Standards for School Funding. The basis on which the redress posts are to be distributed among schools is as follows: School quintiles Poorest 20% Next 20% Next 20% Next 20% Least poor 20% Allocation from redress pool of posts 35% of posts 25% of posts 20% of posts 15% of posts 5% of posts DISTRIBUTION FORMULA 6. After the total number of weighted learners for each school has been determined, the number of posts to be allocated to a school is determined by means of the following formula: Posts = Total number of posts available, multiplied by weighted learners of school, divided by total weighted learners of all schools. 61
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Province of the EASTERN CAPE DEPART
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CONTENTS SUMMARY i 1. INTRODUCTION
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A comparative analysis of education
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School Community Integration Pilot Project - Department of Education

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